This paper looks at secondary teachers’ discourse about Madrid's Bilingual Programme (Spain). Madrid's Bilingual Programme is a large education plan whereby some content subjects are taught in a foreign language –mainly English– following Content and Language Integrated Learning (CLIL) and whose characteristics and ubiquity have had an impact on teachers’ daily lives and professional career. By drawing on both Grounded Theory and Positioning Theory as analytical tools, data were collected and analysed from the transcription and annotation of 30 semi-structured interviews with experienced secondary teachers working in CLIL and non-CLIL secondary schools. Our findings point to clear tensions in reconciling these teachers’ personal beliefs and professional motivations within the current organisational and political setting and describe a pattern of resistance towards the Bilingual Programme which manifests discursively through emphatic and emotional verbalisations. The results may be of interest to education authorities, policy makers and researchers.

本文着眼于中学教师关于马德里双语计划（西班牙）的论述。马德里的双语计划是一项庞大的教育计划，根据内容和语言综合学习（CLIL），一些内容学科以外语（主要是英语）授课，其特征和普遍性对教师的日常生活和职业生涯产生了影响。通过使用扎根理论和定位理论作为分析工具，从在CLIL和非CLIL中学工作的经验丰富的中学教师进行的30次半结构式访谈的笔录和注释中收集并分析了数据。我们的研究结果表明，在当前的组织和政治环境下，调和这些教师的个人信念和专业动机时，存在明显的紧张关系，并描述了一种对双语计划的抵制模式，该模式通过强调性和情感性的言语化来体现。研究机构，决策者和研究人员可能会对结果感兴趣。